UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. FalascaLesson #:6 Facet: Self Knowledge Grade Level: 9-12 Numbers of Days: 1-2 days Topic: The Boston Massacre
PART I:
Objectives Student will understand that the culture then, although different from today, helped create our great culture today
Student will knowimportant people (John Adams, Samuel Adams, Samuel Dawes, Paul Revere, Robert Walpole, Thomas Hutchinson, James Townshend, and Ben Franklin.)
Student will be able torecognize that the culture of Pre-Revolutionary America developed our culture today.
Product: Glogster
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Content Area: Social Studies Standard Label: E. History Standard: Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. Grade Level Span: Grade 9-Diploma "World War II and Postwar United States 1939-1961" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: a,c,e...
Rationale: Students will use primary and secondary sources documents such as newspapers, legal documents, and books to show the change in dynamic between the colonies and England.
Assessments
Pre-Assessment: (Lesson 1 only)
Formative (Assessment for Learning) Section I – checking for understanding during instruction
Project Study Group will allow my students to correct their incorrect answers.
Section II – timely feedback for products (self, peer, teacher)
Correction will be made and returned to students on their Project Study Groups
Summative (Assessment of Learning):
This unit is about Pre-Revolutionary America. In this unit, students will understand key figures, events, and cultural aspects of our nations past. We will be using all sorts of fascinating technologies to see the perspectives of both the colonists and the English. Some of these technologies include Comic Life, Glogster, and Podcasts. Understanding key figures and events from our pastime is vital to understanding how we came to be today. Starting with the French and Indian War all the way through the Declaration of Independence, students will piece together the revolutionary ideas of our founding fathers and come to understand the separation from England was an inevitable event.
Integration Technology:
Students will make a glogster showing their knowledge of the Boston Massacre.
Content Areas:
English - Proper spelling and punctuation will be graded
Art - Selecting photos to represent their understanding of the Boston Massacre.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction
A Ladder will be my graphic organizer to display the knowledge my students know in depth. My cooperative learning activity will be Round Robin Brainstorming so my students can get together in different groups and answer a question with multiple answers.
Section II – Groups and Roles for Product
Pending on the size of the class, groups of four or more will be made by myself. A sheet of group roles will be given to each group and the assignment of those roles will be decided by students themselves. Any disagreements amongst group members will be settled by myself. Along with my observation, students will individually score each of their team members performance on the team rubric and hand it in to me. http://serc.carleton.edu/introgeo/cooperative/roles.html (Group Role suggestions)
Differentiated Instruction
MI Strategies
(Verbal): What did some of the newspaper say about the Boston Massacre? What do you think they are accurate?
(Logic):Was this the event that directly lead to the American Revolution? Were the British at fault for what happened? Was it really a massacre? If not why not, if so why so?
(Visual): Students will watch a film on the Boston Massacre.
(Kinesthetic): Re-enact a version of the Boston Massacre.
(Interpersonal): The class will be divided into two groups. One on the American side and the other on the British side. Each will present reasons why the other was at fault for the massacre.
(Naturalist): What were the conditions like on the night of the Boston Massacre and how did it play a role in what happened?
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will pickup their missing work from the Missing Work shelf. A website or Wiki page will be developed for students to read notes and instruction to properly learn the information missed. Also, before/after school hour meetings may be made in order to catch up on missed assignments.
Extensions
Type II technology:
A glogster will be created about the Boston Massacre to show the different perspectives of each group.
Gifted Students:
These students will make a glogster about the Boston Massacre as well as analyze the Paul Revere engraving of the Boston Massacre.
Materials, Resources and Technology Laptops Whiteboard Projector Round Robin Brainstorming worksheet Ladder graphic organizer Paper Pen/Pencil Expo Markers
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Students will understand that the culture then, although different from today, helped create our great culture today. Understanding why we as a nation take time off to reflect on what happened on certain days are more than just days off from work, school, etc. Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. The hook is a funny video of a British citizen visiting America and talking about the differences between Americans and the British on YouTube https://www.youtube.com/watch?v=z2XLsC6sIOA
Where, Why, What. Hook, Tailors;Verbal, Visual, Interpersonal, and Intrapersonal.
Students will know important people (John Adams, Samuel Adams, Samuel Dawes, Paul Revere, Robert Walpole, Thomas Hutchinson, James Townshend, and Ben Franklin.). A Ladder will display the knowledge my students know in depth. My cooperative learning activity will be Round Robin Brainstorming so my students can get together in different groups and answer a question with multiple answers. A Project Study Group will show me how much my students are learning each class. Equip, Explore Rethink, MI's used are Verbal, Visual, Interpersonal, and Intrapersonal.
Students will be able to recognize that the culture of Pre-Revolutionary America developed our culture today. A gloglster will be made showing their knowledge of the Boston Massacre. Students will use a rubric created for their project and for their team work to compare their glogsters to. I will walk around during the given class time the students have to work on it and provide advice and remind them of the components of the rubric. Students will also evaluate themselves and their teammates on a separate teamwork rubric. Explore, Experience, Rethink, Revise, Refine, MI's used are Visual, Interpersonal, Intrapersonal, Visual, and Verbal.
Content Notes Class Agenda
Hook (3mins)
Divide Class (2mins)
Round Robin Brainstorming (30mins)
Boston Massacre Intro (20mins)
Paul Revere Engraving (10mins)
Rubric reviews (5mins)
Intro to Gloglster (10mins)
Students will know about the Boston Massacre and how it impacted the Revolution. Start off the class by showing the funny YouTube video on how Americans are different from the British. Next, divide the class into even groups. Once divided it will be time to start the Round Robin Brainstorm activity. Use the spoken version first, but if that gets too out of hand resort to the written version. After, introduce the Boston Massacre to the class. It started with a guard outside of the revenue office being harassed by kids throwing snowballs and then escalated into a mob and forced the British to call in more troops to settle the mob, but it did nothing of the sort. Much controversy is present as to why the first shot went off. Some say a troop was hit with a snowball or stick and made him fire; some say his gun was grabbed which caused him to fire as well. The result wasn't a massacre, but left five dead and six injured. Next, examine the engraving made by Paul Revere about the Boston Massacre and see what misconceptions are represented. Next, introduce gloglster and how to use it. Review the rubrics.
Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Handouts Project Rubric Team Rubric
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: All instructions and expectation will be clearly established for all students. The instruction will clearly lay out a path towards mastery.
Microscope: This instruction will challenge students to think deeper about content. Whether it's self reflecting or discussing with peers, students will come up with their own sense of mastery through exploration.
Puppy: An influential positive environment will be provided to help support these students. Being positive, listening, and being respectful of everyone's opinions and ideas will be a main focus.
Beach Ball: Students will be given a wide variety of options on how they want to complete their tasks. They may choose to work self assigning titles for everyone to play an equal role in projects will be used.
Rationale:
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Project Study Group will allow my students to correct their incorrect answers.
Summative:
Students will make a glogster showing their knowledge of the Boston Massacre.
Rationale:
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS:
Facet: Self Knowledge
Rationale:
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Type II Technology: (Verbal): What did some of the newspaper say about the Boston Massacre? What do you think they are accurate?
(Logic):Was this the event that directly lead to the American Revolution? Were the British at fault for what happened? Was it really a massacre? If not why not, if so why so?
(Visual): Students will watch a film on the Boston Massacre.
(Kinesthetic): Re-enact a version of the Boston Massacre.
(Interpersonal): The class will be divided into two groups. One on the American side and the other on the British side. Each will present reasons why the other was at fault for the massacre.
(Naturalist): What were the conditions like on the night of the Boston Massacre and how did it play a role in what happened? Rationale:
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Falasca Lesson #: 6 Facet: Self Knowledge
Grade Level: 9-12 Numbers of Days: 1-2 days
Topic: The Boston Massacre
PART I:
Objectives
Student will understand that the culture then, although different from today, helped create our great culture today
Student will know important people (John Adams, Samuel Adams, Samuel Dawes, Paul Revere, Robert Walpole, Thomas Hutchinson, James Townshend, and Ben Franklin.)
Student will be able to recognize that the culture of Pre-Revolutionary America developed our culture today.
Product: Glogster
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Content Area: Social Studies
Standard Label: E. History
Standard: Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future.
Grade Level Span: Grade 9-Diploma "World War II and Postwar United States 1939-1961"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: a,c,e...
Rationale:
Students will use primary and secondary sources documents such as newspapers, legal documents, and books to show the change in dynamic between the colonies and England.
Assessments
Pre-Assessment: (Lesson 1 only)
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Project Study Group will allow my students to correct their incorrect answers.
Section II – timely feedback for products (self, peer, teacher)
Correction will be made and returned to students on their Project Study Groups
Summative (Assessment of Learning):
This unit is about Pre-Revolutionary America. In this unit, students will understand key figures, events, and cultural aspects of our nations past. We will be using all sorts of fascinating technologies to see the perspectives of both the colonists and the English. Some of these technologies include Comic Life, Glogster, and Podcasts. Understanding key figures and events from our pastime is vital to understanding how we came to be today. Starting with the French and Indian War all the way through the Declaration of Independence, students will piece together the revolutionary ideas of our founding fathers and come to understand the separation from England was an inevitable event.
Integration
Technology:
Students will make a glogster showing their knowledge of the Boston Massacre.
Content Areas:
English - Proper spelling and punctuation will be graded
Art - Selecting photos to represent their understanding of the Boston Massacre.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
A Ladder will be my graphic organizer to display the knowledge my students know in depth. My cooperative learning activity will be Round Robin Brainstorming so my students can get together in different groups and answer a question with multiple answers.
Section II – Groups and Roles for Product
Pending on the size of the class, groups of four or more will be made by myself. A sheet of group roles will be given to each group and the assignment of those roles will be decided by students themselves. Any disagreements amongst group members will be settled by myself. Along with my observation, students will individually score each of their team members performance on the team rubric and hand it in to me.
http://serc.carleton.edu/introgeo/cooperative/roles.html (Group Role suggestions)
Differentiated Instruction
MI Strategies
(Verbal): What did some of the newspaper say about the Boston Massacre? What do you think they are accurate?
(Logic):Was this the event that directly lead to the American Revolution? Were the British at fault for what happened? Was it really a massacre? If not why not, if so why so?
(Visual): Students will watch a film on the Boston Massacre.
(Kinesthetic): Re-enact a version of the Boston Massacre.
(Interpersonal): The class will be divided into two groups. One on the American side and the other on the British side. Each will present reasons why the other was at fault for the massacre.
(Naturalist): What were the conditions like on the night of the Boston Massacre and how did it play a role in what happened?
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will pickup their missing work from the Missing Work shelf. A website or Wiki page will be developed for students to read notes and instruction to properly learn the information missed. Also, before/after school hour meetings may be made in order to catch up on missed assignments.
Extensions
Type II technology:
A glogster will be created about the Boston Massacre to show the different perspectives of each group.
Gifted Students:
These students will make a glogster about the Boston Massacre as well as analyze the Paul Revere engraving of the Boston Massacre.
Materials, Resources and Technology
Laptops
Whiteboard
Projector
Round Robin Brainstorming worksheet
Ladder graphic organizer
Paper
Pen/Pencil
Expo Markers
Source for Lesson Plan and Research
List all URL and describe.
http://www.hydroville.org/system/files/team_roundrobin.pdf (Round Robin Brainstorming worksheet)
http://freeology.com/graphicorgs/sequencing-ladder/ (Ladder graphic organizer)
http://www.ushistory.org/declaration/related/massacre.htm (Boston Massacre background information)
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Students will understand that the culture then, although different from today, helped create our great culture today. Understanding why we as a nation take time off to reflect on what happened on certain days are more than just days off from work, school, etc. Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. The hook is a funny video of a British citizen visiting America and talking about the differences between Americans and the British on YouTube https://www.youtube.com/watch?v=z2XLsC6sIOA
Where, Why, What. Hook, Tailors; Verbal, Visual, Interpersonal, and Intrapersonal.
Students will know important people (John Adams, Samuel Adams, Samuel Dawes, Paul Revere, Robert Walpole, Thomas Hutchinson, James Townshend, and Ben Franklin.). A Ladder will display the knowledge my students know in depth. My cooperative learning activity will be Round Robin Brainstorming so my students can get together in different groups and answer a question with multiple answers. A Project Study Group will show me how much my students are learning each class.
Equip, Explore Rethink, MI's used are Verbal, Visual, Interpersonal, and Intrapersonal.
Students will be able to recognize that the culture of Pre-Revolutionary America developed our culture today. A gloglster will be made showing their knowledge of the Boston Massacre. Students will use a rubric created for their project and for their team work to compare their glogsters to. I will walk around during the given class time the students have to work on it and provide advice and remind them of the components of the rubric. Students will also evaluate themselves and their teammates on a separate teamwork rubric.
Explore, Experience, Rethink, Revise, Refine, MI's used are Visual, Interpersonal, Intrapersonal, Visual, and Verbal.
Content Notes
Class Agenda
Hook (3mins)
Divide Class (2mins)
Round Robin Brainstorming (30mins)
Boston Massacre Intro (20mins)
Paul Revere Engraving (10mins)
Rubric reviews (5mins)
Intro to Gloglster (10mins)
Students will know about the Boston Massacre and how it impacted the Revolution. Start off the class by showing the funny YouTube video on how Americans are different from the British. Next, divide the class into even groups. Once divided it will be time to start the Round Robin Brainstorm activity. Use the spoken version first, but if that gets too out of hand resort to the written version. After, introduce the Boston Massacre to the class. It started with a guard outside of the revenue office being harassed by kids throwing snowballs and then escalated into a mob and forced the British to call in more troops to settle the mob, but it did nothing of the sort. Much controversy is present as to why the first shot went off. Some say a troop was hit with a snowball or stick and made him fire; some say his gun was grabbed which caused him to fire as well. The result wasn't a massacre, but left five dead and six injured. Next, examine the engraving made by Paul Revere about the Boston Massacre and see what misconceptions are represented. Next, introduce gloglster and how to use it. Review the rubrics.
Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Handouts
Project Rubric
Team Rubric
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: All instructions and expectation will be clearly established for all students. The instruction will clearly lay out a path towards mastery.
Microscope: This instruction will challenge students to think deeper about content. Whether it's self reflecting or discussing with peers, students will come up with their own sense of mastery through exploration.
Puppy: An influential positive environment will be provided to help support these students. Being positive, listening, and being respectful of everyone's opinions and ideas will be a main focus.
Beach Ball: Students will be given a wide variety of options on how they want to complete their tasks. They may choose to work self assigning titles for everyone to play an equal role in projects will be used.
Rationale:
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Project Study Group will allow my students to correct their incorrect answers.
Summative:
Students will make a glogster showing their knowledge of the Boston Massacre.
Rationale:
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS:
Facet: Self Knowledge
Rationale:
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Type II Technology:
(Verbal): What did some of the newspaper say about the Boston Massacre? What do you think they are accurate?
(Logic):Was this the event that directly lead to the American Revolution? Were the British at fault for what happened? Was it really a massacre? If not why not, if so why so?
(Visual): Students will watch a film on the Boston Massacre.
(Kinesthetic): Re-enact a version of the Boston Massacre.
(Interpersonal): The class will be divided into two groups. One on the American side and the other on the British side. Each will present reasons why the other was at fault for the massacre.
(Naturalist): What were the conditions like on the night of the Boston Massacre and how did it play a role in what happened?
Rationale:
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: